Around the room, we shared what’s on top in regards to strategic planning in our schools and this ranged from focusing on digital citizenship and building teacher confidence to tying e-learning to the wider school vision and strategic plan.
We considered the importance of leaders walking the talk – not just planning to complete paperwork but ensuring that sufficient thought was given to purpose and engagement, and then following through.
Key considerations and questions
Strategic planning - know your learners, your staff, your community before you plan - WHO are you planning FOR? Strategic planning needs engagement and communication strategies - for staff, for community - esp. as the plan is about PEOPLE
How much do we DO before we THINK? Do we rush to plan the 'what' before the 'why'?
Build resilience into the implementation
Do schools need to "strategically manage" this innovation or should a "change management" approach be taken?
Geoff offered us the Goals Grid to consider when undergoing strategic planning processes such as ‘building resilience and relationships’. He raised the question that strategic planning often focuses on compiling a list of things to do when it would be better to approach it as strategic thinking. It should be a conversation, over time, about vision and purpose.
Karen gave a brief overview of the e-Learning Planning Framework (eLPF) and the resources available to support its use in school.
Anne Kenneally shared her experiences of implementing the eLPF in one of her schools. She emphasised the value of collaboration across the staff around e-learning, to share understandings and to build for a position of strength.
Schools also shared their processes for collecting data (including using Google docs) to inform future strategic intent and planning.
The discussion also went out on Twitter stream tagged #NAPP #ePLD.
The points that have been raised this week around strategic planning and PLD are really pertinent. We often talk about strategic planning - and what we are actually talking about, quite often, is how we will work with other people. It's crucial to keep staff's strengths and needs front of mind when designing a plan so they don't feel 'done to' - and if we don't know what our colleagues need or can offer then part of the plan might include finding out
A purpose to believe in and be able to see where they can play a legitimate role in making it real;
Systems that support learning and reflection (e.g. appraisal, clear goals)
Repeated opportunity to build skills and understandings in new areas
Powerful role models at every level of the organisation.
I often discuss with schools ways in which they might take a fresh view on designing their professional learning approaches, as part of their strategic plan, with a particular focus on offering people flexible, inclusive ways to drive their own learning, to personalise it, through a variety of ways, leveraging technology to support the process.
The following grid has been a useful starting point for discussions around different types of professional learning activities, in relation to flexibility and agency. There is no 'correct' quadrant per se - rather, it's useful to start thinking about how we balance organisational goals with staff needs...
A critical pont you make Fiona is that the technology is a tool and the allows for a wider range of pedagogies to engage students in learning where they are able to take greater control and ownership of not just the product but also the processes
Marcel I agree with your sentiments but are again drawn back to the NZC:
Our vision is for young people: • who will be creative, energetic, and enterprising; • who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country; • who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring; • who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives; • who will be confident, connected, actively involved, and lifelong learners.
Principals need to keep coming back to this as I feel it gives us the impetus to make it happen. I agree with prudence but this is our guidng document and it is outlining what we are aiming for.
1.My School Charter and Strategic Plan(s) – what are our intentions? Become very familiar with them.
2. National Administrative Guidelines – Each of the NAGs has resourcing implications and in NAGs 1, 2, 2a, 4,7, and 8 the links with Curriculum delivery emphasise the need to focus on achievement goals.
3.School Leadership and Student Outcomes: Identifying What Works and Why– best Evidence Synthesis Iteration (BES) – Resourcing Strategically is a foundation Dimension for school leaders. Read pp 39, 41, 98-99, 111-116, 265-266, (Use your hard copy – although you can download if necessary.)
4. The New Zealand Curriculum – remind and refocus your thinking as you consider pp34-44 of the curriculum documents. What are the resourcing implications?
5.Tū Rangatira – He Kaiwhakarite – Manager p20, He Kanohi Matara – visionary pp24-27
6.Kiwi Leadership for Principals – Leading Change p16, Problem Solving p17, Pedagogy & Systems p18-19
Gavin Price is the acknowledged expert on Banked Staffing and publishes regularly through the NZPF Flyer and has a dedicated web page Called Banking Staffing - he provides in-school tutoring on Banking Staffing.
Funding Spreadsheet for 2013. This shows the rates of funding (per student) schools get and is based on decile. This funding is significant and one area that there seems to be little information on, yet is very generous, is Targeted Funding for Educational Achievement (TFEA).
Understanding School Finances – this guide spells out the essentials for understanding how state schools are resourced and provides links to details about school finances and staffing regulations.
Services and Support – identify the full range of support and resourcing services available.
E-Learning:
Enabling e-learning - This online place is aggregating e-learning stuff for us – Ministry Initiatives, Professional Learning, Discussions, Software etc – all of which help place the resourcing issues in schools into perspective. E.g. Connecting your school to fibre .
Remind yourself of the legal context within which schools operate – New Zealand law, MOE regulation and requirement as well as BOT policy and school defined procedures. Make sure you are aware of the vast range of resources linking Education and the Law – these are under Problem Solving in www.educationalleaders.govt.nz.
Valuable Principal’s Resources
Helen Timperley - realising the power of professional learning
Module Four (Planning Strategies)
Module 4 NAPPplanningstrategiesv2.doc
- Details
- Download
- 258 KB
The Secondary Principals_' Annual CalendarNAPP-1.docx
- Details
- Download
- 49 KB
Elearning:http://mountain2surf.wordpress.com/ (blog and Napp inquiry)
webinar
Around the room, we shared what’s on top in regards to strategic planning in our schools and this ranged from focusing on digital citizenship and building teacher confidence to tying e-learning to the wider school vision and strategic plan.
- Strategic planning - know your learners, your staff, your community before you plan - WHO are you planning FOR? Strategic planning needs engagement and communication strategies - for staff, for community - esp. as the plan is about PEOPLE
- How much do we DO before we THINK? Do we rush to plan the 'what' before the 'why'?
- Build resilience into the implementation
- Do schools need to "strategically manage" this innovation or should a "change management" approach be taken?
Geoff offered us the Goals Grid to consider when undergoing strategic planning processes such as ‘building resilience and relationships’. He raised the question that strategic planning often focuses on compiling a list of things to do when it would be better to approach it as strategic thinking. It should be a conversation, over time, about vision and purpose.Webinar 11 September | NAPP Kōrero 14
>> Here is the recording of the session
We considered the importance of leaders walking the talk – not just planning to complete paperwork but ensuring that sufficient thought was given to purpose and engagement, and then following through.
Key considerations and questions
- Karen gave a brief overview of the e-Learning Planning Framework (eLPF) and the resources available to support its use in school.
- Anne Kenneally shared her experiences of implementing the eLPF in one of her schools. She emphasised the value of collaboration across the staff around e-learning, to share understandings and to build for a position of strength.
- Schools also shared their processes for collecting data (including using Google docs) to inform future strategic intent and planning.
- Start with why - Simon Sinek
- Apply for e-Learning professional learning and development for 2014
- Strategic planning of e-learning: Enabling e-Learning resources
- The e-Learning Planning Framework group in the VLN
The discussion also went out on Twitter stream tagged #NAPP #ePLD.Resources to explore from the session:
- The points that have been raised this week around strategic planning and PLD are really pertinent. We often talk about strategic planning - and what we are actually talking about, quite often, is how we will work with other people. It's crucial to keep staff's strengths and needs front of mind when designing a plan so they don't feel 'done to' - and if we don't know what our colleagues need or can offer then part of the plan might include finding out
Wink
- A purpose to believe in and be able to see where they can play a legitimate role in making it real;
- Systems that support learning and reflection (e.g. appraisal, clear goals)
- Repeated opportunity to build skills and understandings in new areas
- Powerful role models at every level of the organisation.
I often discuss with schools ways in which they might take a fresh view on designing their professional learning approaches, as part of their strategic plan, with a particular focus on offering people flexible, inclusive ways to drive their own learning, to personalise it, through a variety of ways, leveraging technology to support the process.I was recently reading a piece in McKinsey about the psychology of change management, and there were four ideas that were seen as being vital to sustain culture development and change in organisations. Accoridng to the article, people need:
Our vision is for young people: • who will be creative, energetic, and enterprising; • who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country; • who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring; • who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives; • who will be confident, connected, actively involved, and lifelong learners.
Principals need to keep coming back to this as I feel it gives us the impetus to make it happen. I agree with prudence but this is our guidng document and it is outlining what we are aiming for.
Module Three (Personnel & Employment)
Module Two (School Resourcing)
1. My School Charter and Strategic Plan(s) – what are our intentions? Become very familiar with them.
2. National Administrative Guidelines – Each of the NAGs has resourcing implications and in NAGs 1, 2, 2a, 4,7, and 8 the links with Curriculum delivery emphasise the need to focus on achievement goals.
3. School Leadership and Student Outcomes: Identifying What Works and Why – best Evidence Synthesis Iteration (BES) – Resourcing Strategically is a foundation Dimension for school leaders. Read pp 39, 41, 98-99, 111-116, 265-266, (Use your hard copy – although you can download if necessary.)
4. The New Zealand Curriculum – remind and refocus your thinking as you consider pp34-44 of the curriculum documents. What are the resourcing implications?
5. Tū Rangatira – He Kaiwhakarite – Manager p20, He Kanohi Matara – visionary pp24-27
6. Kiwi Leadership for Principals – Leading Change p16, Problem Solving p17, Pedagogy & Systems p18-19
7. Taking a Future Focus in Education – what does it mean? - Rachel Bolstad, NZCER 2011
Bank Staffing:
Click on this link for education service payroll information.
Managing resources (resource forms and templates etc):
Keeping track of staff resourcing regulations and requirements (GOOOOD):
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/Resourcing/ResourcingHandbook/Chapter2.aspx
Funding per student (TEFA)
Understanding School Finances – this guide spells out the essentials for understanding how state schools are resourced and provides links to details about school finances and staffing regulations.
Operations grants - funding (SEG, Relief etc)
Understanding school property:
Legal liability (Principals)
Principal Appraisal
Special Needs:
E-Learning:
Education and Law:
Module One - NZ School Leadership Contexts
Find info on any school here:MOE Property Management Information System (PMIS)
Find info here too:
http://www.educationcounts.govt.nz/find-a-school/school?school=202
ERO - National Reports. Lots of good recent and up to date info
http://www.ero.govt.nz/National-Reports
Look up school NCEA results:
http://www.nzqa.govt.nz/studying-in-new-zealand/secondary-school-and-ncea/secondary-school-statistics/consolidated-files/2012/
http://www.nzqa.govt.nz/providers/details.do?providerId=20083001
Temangoroa website for Maori resources:
http://temangoroa.tki.org.nz/
Education and the Law:
http://www.educationalleaders.govt.nz/Problem-solving/Education-and-the-law
Basic Principles of law:
http://www.educationalleaders.govt.nz/Problem-solving/Education-and-the-law/Basic-principles-of-law
Check up-to-date Board Regulations:
http://www.minedu.govt.nz/Boards/EffectiveGovernance/PublicationsAndResources.aspx
Multifaceted Role of Principal (Print this):
Korero 2:
can principals ensure their school is highly effective in its self-managing context?Geraldine's Post:
http://www.ero.govt.nz/National-Reports/Teaching-as-Inquiry-Responding-to-Learners-July-2012
gives some great insights into the diff betwn teaching as inquiry and what leaders might do to support (ie; leadership inquiry)
Video: use data to build better schools:
http://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools.html